Abstract Educationalists' and policymakers’ curriculum work on digital literacy in England has overlooked the expertise of digital specialists such as information, IT and media professionals. Given the lack of evidence, this article draws on semi-structured interviews with experts in the United Kingdom, enhanced by a diary methodology and a conversational approach to the think aloud method, to explore how they engage with and evaluate online content. In doing so, it addresses what digital literacy entails and how to promote it across the national curriculum for England. It is argued that the ability to evaluate online content involves not only reflections on the nature and origin of information, contextual knowledge and the use of multiple sources, but also functional and critical digital skills and knowledge about the internet and the digital environment. Relatedly, it is argued that the Citizenship and Computing curricula should be revised to promote digital literacy as a cross-curricular subject.

中文翻译：

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英格兰的数字素养和国家课程：学习专家如何参与和评估在线内容

摘要 英国教育家和政策制定者的数字素养课程工作忽视了信息、IT 和媒体专业人员等数字专家的专业知识。鉴于缺乏证据，本文借鉴了对英国专家的半结构化访谈，并通过日记方法和对话方法对大声思考方法进行了增强，以探索他们如何参与和评估在线内容。在此过程中，它解决了数字素养的含义以及如何在英格兰的国家课程中推广它。有人认为，评估在线内容的能力不仅涉及对信息的性质和来源、上下文知识和多种来源的使用的反思，以及有关互联网和数字环境的实用和关键数字技能和知识。与此相关的是，有人认为应该修订公民和计算机课程，以促进数字素养作为跨课程科目。